In the past time, ethics in translation was more concerned with translators’ commitment to fidelity. Today it is no longer merely concerned with fidelity, but rather with a commitment to the cultural, social, situational norms of a given community. Not being committed to such ethical norms or accepting the responsibility for their act could create irrecoverable problems for the profession; for instance, the clients’ gradual loss of trust in this profession and the emergence of non-professional translators. The present study surveyed the extent of the commitment of the Iranian professional translators to ethics and professional norms. A quantitative analysis was designed based on a researcher-made questionnaire rooted in Chesterman’s models of ethics, followed by a qualitative phase through the design of interviews. The questionnaire was administered to 45 selected Iranian professional translators working in a variety of fields. The results obtained from the questionnaires and interviews indicated that Iranian professional translators, though suffering from a lack of a comprehensive code of ethics compatible with the international standards, are highly committed to ethics in their profession and that those who are more committed to ethics in their translation also feel and express more social responsibility. The findings of this study can ensure the clients of the professional translators’ commitment to their social responsibility, hence the quality and fidelity of their translation. Manuscript profile

Speaking as an initial goal in language teaching and learning has relationships with many variables including listening, reading, writing, knowledge of vocabulary as well as grammar. The present study mainly aims at examining the relationship between translations and speaking fluency. For this purpose and following an experimental design, three groups of Iranian advanced EFL learners were asked to per- form a number of conversational tasks, and were given a speaking fluency test. The first experimental group (EG1) was taught via intralingual translation, the second experimental group (EG2) via interlingual translation and the third group (control group) was taught in the foreign language without any intralingual or interlingual translation methods. The results reveal that there is a significant relationship between inter- lingual translation and speaking fluency. The study, finally, offers some practical implications for both EFL learners and teachers. Manuscript profile